How one school library supports student learning by using the ISP as the framework for the Extended Essay
Helen ReynoldsTeacher Librarian
Extended Essay Co ordinatorQueensland Academy for Health Sciences
IASL2010
The Information Search Process (ISP) & the research essay
Queensland Academy for Health Sciences
• Ed Qld senior secondary high school• Emphasis on Health Sciences• 1 of 3 – QACI & SMT• Years 10-12• IB DP only • Selective entry – academic test & interview• Students drawn from a number of different secondary schools
The Extended Essay• 4000 word fully referenced research essay on topic of students’ choosing
• Done over a 12 month period
• Promotes high level research & writing, intellectual discovery and creativity
• Students are engaged in personal research – under the guidance of a supervisor (usually a teacher in the school)
• Compulsory for all DP students
• Externally assessed
• The IB Learner Profile is the basis of the essay
Framework for research
Information SearchProcess
1. Initiation: Investigate & understand
requirements of the EE. General topic area selected & ideas
considered. Brainstorm prior
knowledge.
2. Selection : Decide on topic for research.
General information investigated. Discuss
topic with others
3. Exploration : Begin to gather
background information on the
topic with the idea of forming a focus.
Develop new knowledge.
4. Formulation : Develop focus questions. Focus gives direction to your search for information. Evaluate information
gathered. Re visit topic to ensure relevance
5. Collection : Gather, review &
record specific information in
support of focus
6. Presentation:Information search complete . Essay
writing begins.
The
Info
rmat
ion
Sea
rch
Pro
cess
http://comminfo.rutgers.edu/~kuhlthau/information_search_process.htm
Step One – InitiationIn the first stage, initiation, a person becomes aware of a gap in knowledge or a lack of understanding, where feelings of uncertainty and apprehension are common.
At this point, the task is merely to recognize a need for information.
Thoughts center on contemplating the problem, comprehending the task, and relating the problem to prior experience and personal knowledge.
Actions frequently involve discussing possible avenues of approach or topics to pursue.
Step One – Initiation[Inquirers, Thinkers, Risk-takers]
• Investigate & understand requirements of the EE
• Clarify the expectations and different tasks needed to complete the EE
• Relate the task to your personal knowledge
• Select your general subject area
• Establish & map your prior knowledge
• Develop an understanding of the real world relevance of your investigation
• Task organisation
• Recognise what information may be needed
All dates and tasks are embedded into the process of the ISP
Step Two – Selection
• Identify and select the general topic to be investigated and the approach to be pursued.
• Weigh prospective topics against the criteria of task requirements, time allotted, personal interest, and information available.
• The outcome of the possible choices is predicted, and the topic or approach judged to have the greatest potential for success is selected.
• Confer with others & make a preliminary search of information available
• Skim and scan for an overview of alternative topics
Step Two – Selection[Inquirers, Open- minded, Knowledgeable, Reflective,
Thinkers, Risk-takers]
• Brainstorm potential topics and themes of interest
• Investigate general information – begin background reading to access & build background knowledge of your topicThere is no need at this stage to be making lots of notes! You may just wish to be making brief dots points
• Meet with supervisor to identify, justify & decide on topic for research
• Discuss topic with others
Step Three – Exploration[Inquirers, knowledgeable, thinkers, open-mined, reflective]
• Gather background information to form a focus & develop new knowledge [this is often called an annotated bibliography] - use a graphic organiser to record your ideas
• Relate new information to what you already know
• Verify and clarify any existing ideas you may have & the accuracy and bias of these ideas
• Look at quality of your sources & the quality of any websites you might find
• Begin framing the essential questions that will guide your essay
Step Four – Formulation[Thinkers, communicators, open-minded, reflective]
• Form focused perspective - factual platform on which to being to develop and frame your focus questions
• What questions spring to mind as you do your reading – note these down
• Develop focus questions
• Evaluate information gathered
• Personalised plan for the structure of your investigation
• Begin detailed list of references – reference list on the Library homepage
Step Five – Collection[Inquirers, knowledgeable, open-minded, reflective]
• Gather, review & record specific information in support of focus- make detailed notes
• Ensure that these notes answer your research questions and are not just fact gathering
• Develop conclusions and your position on the topic
Step Six – Presentation[Thinkers, communicators, open-minded, reflective]
In this stage you will be ready to begin writing your essay or you may be ready to begin your experimental work.
Developing the research question
Subject (what are you interested in?)
Topic (after doing background reading have you found
anything that you think you can investigate)
Research question(what is the specific question you are going to now answer)
Tasks Initiation Selection Exploration Formulation Collection Presentation————————————————————————————————————————————→Feelings uncertainly optimism confusion/ clarity sense of satisfaction or(affective) frustration/ direction/ disappointment
doubt confidence
Thoughts vague———————————————→focused(cognitive) ————————————————→
increased interest
Actions seeking relevant information——————————-→seeking pertinent information(physical) exploring documenting
Supervisor's meetings
Supervisor discussion sheets
Supervisor Discussion Sheet 1
Supervisor Discussion Sheet 2
Supervisor discussion sheet 3
Feedback from BAM teacher
Supervisor discussion sheets
It gave both myself and students some structure to our discussion and gave me a framework to assist them in their early stages of research.
Loved the keyword/resources/background reading section...very helpful for students in the initial stages.
MLC contactOver the 12 months I visit MLC classes 7 times
1. Week 1 & 2 term 3 – Introduction to the EE & review of ISP2. Week 5 term 3 – Review of progress & resource location 3. Week 1 term 4 – October review4. Week 8 term 4 – Griffith University visit 5. Week 8 term 4 – Students present to MLC class on topic6. Week 9 term 1 – Draft checklist distributed7. Week 9 term 2 – Student evaluation checklist distributed
Resource location
Accessing on line
resources
Other libraries
Collated Internet
sites
Reference sites
Griffith University
Library
Gold Coast
Library
Brisbane City
Council library
State Library of
QueenslandNational
Library of Australia
Curriculum exchange
UQ Cyberschool
EdNa
Ipl2
Intute
BUBL
Netlinks
IBIBLIO
Educypedia
UQ reference
page
Internet sources & information
Griffith university
Australian Collaboration
Visual dictionary
Wikipedia
Ted.com
Google Scholar/
Australian research online
online databases
online databases
online databases
Trove
Library databases
Jstor
ANZRC
New Scientist
BRWEcho
Grove music
Introduction to ISP in year 10Term 1 week 5• Trial EE – also doubles for entries into CSIRO Crest awards
• ISP embedded into assignment – Parts 1-5 : Research of existing ideas
• Introduction to students occurs early in assignment
• Concept of the importance of a research framework stressed
• The steps of the ISP linked to due dates (teacher checkpoints)
• Assessment criteriaBased on EE general & subject specific assessment criteria (includes all aspects
of Parts 1-5)
What our students say about the ISP - Year 12
0
10
20
30
40
50
60
70
80
90
100
Yes no
In the first six months of your EE journey, did you follow the framework of the ISP - initiation, selection, exploration etc?
0
10
20
30
40
50
60
70
80
90
100
Yes no
If you did follow this framework , did it help you keep on task?
What our students say about the ISP - Year 12
If you had followed these steps do you think you may have experienced more success in your essay?
Have you used this framework in any of your other subject areas?
0
10
20
30
40
50
60
70
80
90
100
Yes no
0
10
20
30
40
50
60
70
80
90
100
Yes no
What our students say about the ISP - Year 10
Was the introduction session run by Ms Reynolds helpful to you?
The ISP: did you follow these steps when beginning your essay?
Step 1. Initiation: What do I really want to find out?
0
10
20
30
40
50
60
70
80
90
100
Yes no0
10
20
30
40
50
60
70
80
90
100
Yes no
What our students say about the ISP - Year 10
Step 2: Selection –General information investigated
Step 3. Exploration –gather background information
0
10
20
30
40
50
60
70
80
90
100
Yes no
0
10
20
30
40
50
60
70
80
90
100
Yes no
What our students say about the ISP - Year 10
If you did follow this framework, did it help you keep on task...
If you had followed these steps do you think you may have experienced more success in your research?
0
10
20
30
40
50
60
70
80
90
100
Yes no0
10
20
30
40
50
60
70
80
90
100
Yes no
What our students say about the ISP - Year 10
0
10
20
30
40
50
60
70
80
90
100
yes no
Did your background reading help you formulate your investigation?
0
10
20
30
40
50
60
70
80
90
100
YES NO
At your previous school were you shown how to use this type of research framework?
What our students say about the ISP - Year 10
If you didn’t, why do you think you didn’t...
How did you find your resources?
From a science teacher comment for Program Area Review report:
ISP process and explanations to students outstanding –
Year 10 student learning and output improved 0
10
20
30
40
50
60
70
80
90
100
Yes no
When you did your EE did you follow the framework of the Information Search Process – initiation, selection,exploration, etc
Year 12 survey 2009
Questions?